Beruflich Dokumente
Kultur Dokumente
Assessment 2
Lesson Plan Analysis
By Gillian Lett (18299540)
Contents
This evaluation is from the English KLA Lesson Plan provided on VUWS
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 Not mentioned. However, there is scope to allow for this in the lesson when
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discussing Martin Luther King Jnrs speech and issues of race. When
creating their own speeches, there is scope for Aboriginal and Torres Strait
Islander students to explore issues important to them.
1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
1 2 3 4 Little to no differentiation mentioned in a homogenising LP. The extension
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activity does not differentiate, rather is just a completion of the task already
set, which is indicated as homework for all.
1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 5 Starts by situating lesson in context of prior learning and builds on this.
Lesson is focused on context, techniques, effectiveness and power of
speeches, which meets the lesson outcome.
1.5 Metalanguage
1 2 3 4 5 As this lesson was on the verbal use of language and its effectiveness, it
rated high. However, there is scope for the teacher to make clear different
language techniques by defining them at the beginning of the listening
activities.
2.2 Engagement
12345 The group discussion of answers and the class-led Venn diagram seem
engaging and allow for students to assist the learning of others. There is
potential for disengagement for more advanced students who find the
worksheet and its questions too easy. There is scope to include more
advanced and higher-order thinking questions in the worksheet.
3 Significance
3.1 Background knowledge
1 2 3 4 5 Students are reminded of past text types they have studied at the beginning
of the lesson, but this is trivial for the importance of background knowledge
of speeches.
3.4 Inclusivity
12345 The small group discussions and larger class discussions give opportunity
for people from diverse social groups to participate in the lesson. However,
there is only mention of the class participating, and no mention of the
teacher attempting to involve others despite the volunteers.
3.5 Connectedness
1 2 3 4 5 The topic/study of speeches lends itself to be connected to outside contexts
by exploring the contexts of speeches and comparing that to the current
social climate. Students focus on what makes a speech impactful, and are
encouraged to write their own.
3.6 Narrative
12345 The topic/study of speeches lends itself to narrative- Both Kings and Gills
speeches tell narratives inside them as well as are a performance. However,
narrative could be enhanced through the teacher or students telling their own
memories of powerful speeches.
Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.
APST
1) 2.6 Information and Communication 1.4 Strategies for teaching Aboriginal and
Technology (ICT) Torres Strait Islander students
QT model
1) 3.3 Knowledge integration 2) 1.4 Higher-order thinking
Body Recap of language Teacher: -Directs students to appropriate Kahoot PIN and reminds class
5 minutes features used in Speeches that this is revision of prior knowledge.
Kahoot quiz, tests: -Reminds students that summary and examples of rhetorical devices is on
-Rhetorical questions Google Classroom (see attached).
-Anecdote
-Rule of threes Student: Accesses Kahoot website and plays quiz.
-Simile
-Alliteration Resources:
-Metaphor -Kahoot quizzes: https://create.kahoot.it/#quiz/9bcd9ee3-ac77-426b-8d1d
-Hyperbole bbff96313208
-Facts and statistics https://create.kahoot.it/#quiz/1c6ccf31-77cd-4b4f-a409-1dd6c5fa1fa4
-Personal pronouns -Summary of rhetorical devices:
http://splash.abc.net.au/res/digibooks/greatspeeches/RhetoricalDevices.pd
Sorry Speech Activity Teacher: Ask students to access the Sorry worksheet on Google
-Provide students with a Classroom.
20 minutes short amount of time to -Play Kevin Rudds speech (3.12 mins).
draw on knowledge of -Facilitate group discussion and prompts students to consider higher-orde
history and current affairs thinking and extension questions added to worksheet:
and ask volunteer students 1.Why do you think one word, sorry meant so much to our indigenous
to discuss/explain the community?
context/audience/purpose 2.What could Rudd have done to make his speech have more impact?
of Rudds speech as a class 3.Can you remember this speech at the time? What are/were your initial
(teacher to fill in thoughts?
knowledge gaps where 4.What would Australia be like if Rudd did not make this speech? How
necessary) ensuring that has this speech impacted our Indigenous people?
everyone in the class has 5.Is there something else you believe our Prime Minister needs to say
some knowledge. Sorry for? What is it?
- Students access the
Sorry worksheet to look Student: -Reflects on Australian history and Indigenous affairs, speech
over and have the techniques such as repetition, emotive language, emphatic stress etc, and
opportunity to ask impact on Australian political history.
questions before viewing
Rudds speech (3.12 mins). Resources:
Note: make sure your -Smartboard projector to play:
students know that this is https://www.youtube.com/watch?v=b3TZOGpG6cM
only part of the speech. -iPads: Worksheet on Google Classroom.
- Students then type their
initial thoughts in answer to
the questions regarding
Rudds speech.
- Teacher facilitates small
group discussions where
students can share their
answers.
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Comparison Speech Teacher: -Directs students to website.
Activity -Prompts students to pick a speech/topic they are passionate about by
25 minutes -Students use Ipads to directing them to the blurb next to each speech.
access the Power of -Facilitates student-directed learning by encouraging students to choose a
Speech website. speech.
-Students choose one -Goes from group to group during Venn diagram to ensure students are
speech, view speech and on-task and provide assistance when needed. Prompts students with
have time to write down higher-order thinking questions such as what connection do you have to
their initial thoughts in the speech you chose? Or, what drew you to the speech you chose? Ho
answer to the questions on is your speech different to Rudds, in techniques, context and impact?
worksheet, before
discussing these answers in Student: Goes to link, selects speech, listens and fills out worksheet.
small groups. Focus will be Finds students who picked the same comparison speech and works
on comparing and collaboratively to each make an individual Venn diagram.
contrasting this speech to Resources:
Rudds. http://splash.abc.net.au/home#!/digibook/1392049/the-power-of-speech
- In groups (depending on -iPads: Worksheet on Google Classroom.
speeches selected), -Individual workbooks, pens.
construct a Venn diagram
in workbooks which
identifies the similarities
and differences in the
speeches of Rudd and their
selected speech, with a
focus on the language
features used. As more
content is added to the
Venn diagram, continually
highlight the vastly
different contexts of the
speeches.
TED Talk Task Teacher: - Show student example of mini TED Talk on Indigenous rights
20 minutes Students commence writing on overhead projector.
their own TED Talk using -Encourages students to think about topics that they are passionate about
the Plan Your Own and have meaning in contemporary Australian context. Prompts students
Speech worksheet. with questions: What bugs you about society and why do you think that
Emphasise the importance is the case? Do you think all people in Australia have equal
of students demonstrating opportunities? Explain why/why not Imagine you had 5 minutes with
that they have a clear PM Turnbull to tell him something important about the youth of today
understanding of audience what might you say?
and purpose. -Reminds students of performance techniques they have learnt in drama
-The task is: In response to class, such as clear voice, use of hand gestures, straight posture etc.
the speeches studied in
class, write your own, 1- Student: Works through worksheet. Thinks creatively in response to the
minute speech on a topic speeches they have studied this lesson.
important to you and
relevant to current Resources:
political/topical issues. Example of mini TED Talk:
Students must utilise a https://www.youtube.com/watch?v=50vuembnGKQ
range of persuasive -Worksheet:
language features relevant http://www.capthat.com.au/sites/default/files/Close%20look%20at%
to audience and purpose of 20speeches%20worksheet%202.docx
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the speech. The speeches
will be recorded on student
Ipads as mini-TED Talks
and will be compiled into a
25-minute multimodal
presentation and showcased
on the Schools website.
-A marking rubric is
provided as an example of
great speeches.
Conclusion Lesson recap and future Teacher: Explains how the lesson met syllabus outcomes. Prompts
projections students to summarise the lesson in a take-home message. Administers
5 minutes -Lesson aims are revised homework and explains that next lesson students will continue working o
through Prezi slide and their TED Talks.
linked to the syllabus.
Teacher explains what will Student: Volunteers a take-home message. Submits their worksheet via
be covered next lesson. Google Classroom. Packs away iPad.
-Five volunteer students are
asked to explain one key Resources:
take-home message each -Smartboard and projector.
from the lesson. -iPad
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How am I measuring the outcomes of this lesson?
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Academic Justification:
According to the eight reasons why teachers plan (Hall & Smith, 2006, p.425), the original lesson
plan was inadequate for novice teachers as it lacked sequential timing, a review of content,
re-format the original lesson plan into a detailed template with more comprehensive SMART
outcomes, a mixture of formal and informal assessment, and a range of pedagogical strategies to
ensure and maintain instructional alignment (Berger, 2017, August 29). The inclusion of the
lesson introduction, relevant formal and informal assessments, and conclusion with future
ICT use was improved to expand curriculum learning opportunities for students (AITSL, 2011,
p.11). Kahoot was added as form of knowledge revision and a way to immediately engage students
in the lesson. According to Smith and Mader (2015), the integration of ICT quizzes increase and
can be invaluable in evaluating lessons and student progress (p.10). Thus, the Kahoot quiz in this
modified lesson plan would promptly alert the teacher of what needs to be revised. The switch from
worksheet handouts to the utilisation of Google Classroom enhances student-centred learning with
the teacher as more a facilitator in the classroom (Laronde, MacLeod, Frost & Waller, 2017, p.30).
Students are presented with the work online and if they finish early can continue to the next activity
without relying on teacher instruction. Although they are critical of superfluous ICT use,
Livingstone (2012) explains that technologys potential may liberate teachers and pupils from the
rigid hierarchies which have locked them to their desks, curricula and assessment straitjacket,
mobilising multiple activities as mediators of learningnot only reading and writing but also
creating, designing, performing, searching and playing (p.17). Therefore, it is paramount for
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contemporary teachers to utilise technology to engage students in fun activities, like a TED Talk
assessment task.
The original lesson plan had to be adjusted to include strategies for teaching Aboriginal and Torres
Strait Islander students, which includes being responsive to the local community and cultural
setting, linguistic background and histories of Aboriginal and Torres Strait Islander students
(AITSL, 2011, p.9). Though Kings speech touched on the theme of racism, Rudds Sorry speech
provides an essential connection to contemporary Australian issues and their connection to history
that remain for Indigenous people. Jackson-Barrett (2011) calls for a culture of relatedness (p.28)
between indigenous and non-indigenous students in the classroom. The TED talk gives Indigenous
students an opportunity to express their own ways of being, doing and knowing (Jackson-Barrett,
2011, p.28), and encourages non-indigenous students to relate and respond accordingly. Small
group discussions following Rudds speech allows Indigenous students the opportunity to critically
evaluate their own history and share this with classmates, encouraging empathy and the ability for
and products which can take the learning in new directions (NSW DET Professional Support and
Curriculum Directorate, 2003, p.18). Informed by the Quality Teaching (QT) practice guide (2003),
higher-order thinking questions were added to the worksheets and prompted by the teacher to
encourage critical judgements and extend students beyond recall (p.19). Furthermore, students
are required to evaluate, manipulate and transform information (NSW DET Professional Support
and Curriculum Directorate, 2003, p.19) during their TED Talk assessment. It was important to
keep the small group discussions, however, to make sure students interacted with different group
members. Monk-Turner & Payne (2005) explain that group projects are believed to generate
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problem-solving skills (p.168) because they force students to discuss ideological differences and
brainstorm various viewpoints. Higher-order thinking was also encouraged during the second
speech task. Rather than being spoon-fed a speech and have a repetition of answers, students were
active in their selection of speeches. They were forced to discern between speeches that mean
As the topic of speeches lends itself to knowledge integration, it was important to alter the lesson
subjects (NSW DET Professional Support and Curriculum Directorate, 2003, p.44). It is
imperative that teachers link new material to other material learnt across the year 10 curriculum, in
this case, Australian history, elements of sociology and performance. Varga and Bauer (2017)
explain the importance for educators to link knowledge across KLAs due to the effectiveness of
cues that enable students to see the connection between related information and that encourage
knowledge from history, English and drama in this lesson plan, the teacher is drawing a connection
to social justice. This integrates ACARAs general capabilities of critical and creative thinking,
personal and social capability, and ethical and intercultural understanding (ACARA, 2013).
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References
https://www.australiancurriculum.edu.au/f-10-curriculum/english/?
year=11584&strand=Language&strand=Literature&strand=Literacy&capability
5.australiancurriculum.edu.au/generalcapabilities/overview/general-capabilities-in-the-
australian-curriculum
Australian Institute for Teaching and School Leadership (AITSL). (Februrary, 2011). Australian
https://www.aitsl.edu.au/teach/standards
Berger, N. (2017, August 29). DTL Lecture 7: Lesson Planning. Published lecture notes, Western
[Channel Ten]. (2008, February 12). Sorry, Kevin Rudd's Apology to "The stolen Generation"
Hall, T.J. & Smith, M.A. (2006). Teacher Planning, Instruction and Reflection: What We Know
10.1080/00336297.2006.10491892
Jackson-Barrett, E. (2011). The context for change: Reconceptualising the 3Rs in education for
from https://search-proquest-com.ezproxy.uws.edu.au/docview/964180887?
accountid=36155
[Joseph Ross]. (2014, October 26). Ted Talk on Inequality of Aboriginals in Australia [Video File].
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Laronde, G., MacLeod, K., Frost, L., & Waller, K. (2017). A case study of the integration of
high school: Challenges and benefits. Journal of International Education Research, 13(1),
Monk-Turner, E., & Payne, B. (2005). Addressing issues in group work in the classroom. Journal
com.ezproxy.uws.edu.au/docview/223395354?accountid=36155
NSW Eductation Standards Authority (NESA). (2017). English K-10: Outcomes Linked to Content.
RoseMurphy. (2017) Kahoot Quiz: Language Techniques for Speeches. Retrieved from
https://create.kahoot.it/#quiz/1c6ccf31-77cd-4b4f-a409-1dd6c5fa1fa4
Smith, B., & Mader, J. (2015, April 1). Formative assessment with online tools. The Science
url=http://go.galegroup.com.ezproxy.uws.edu.au/ps/i.do?
p=AONE&sw=w&u=uwsydney&v=2.1&it=r&id=GALE
%7CA495940258&asid=eb09568b3d72d6984c91b56d559feaa1
Splash ABC. (2017). Rhetorical devices: giving power to speech. Retrieved from
http://splash.abc.net.au/res/digibooks/greatspeeches/RhetoricalDevices.pdf
http://splash.abc.net.au/home#!/digibook/1392049/the-power-of-speech
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State of NSW, Department of Education and Training Professional Support and Curriculum
Directorate. (2003). Quality Teaching in NSW public schools: A classroom practice guide.
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf
https://create.kahoot.it/#quiz/9bcd9ee3-ac77-426b-8d1d-bbff96313208
Varga, N., & Bauer, L. (2017). Young adults self-derive and retain new factual knowledge through
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Learning Portfolio Web link: http://gelett.weebly.com/
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